https://doi.org/10.1177/0016986217737618 Gifted Child Quarterly 2018, Vol. 62(1) 25–36 © 2017 National Association for Gifted Children Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0016986217737618 journals.sagepub.com/home/gcq Article Despite the United States’ image of being the land of oppor- tunity, for many children living in poverty, access to gifted education opportunities is often limited. For instance, Kena et al. (2016) found that approximately 20% of school-aged children come from families living in poverty, a 5% increase from 2000. Moreover, 14 states and the District of Columbia had poverty rates higher than the U.S. average. While the national picture provides one side of poverty trends, when looking at the data by race/ethnicity, it becomes more appar- ent which groups of students are disproportionately living in poverty. In 2014, Black (38%), American Indian/Alaska Native (35%), Hispanic (32%), and Pacific Islander (27%) students came from families living in poverty compared with 12% of White and Asian students (Kena et al., 2016). Although living in poverty does not define a child’s ability to succeed in school, it can certainly have a significant impact on school performance and outcomes (Ford, Grantham, & Frazier-Trotman, 2007). While Black, Hispanic, and American Indian/Alaska Native serve as the majority of students attending schools who come from families living in poverty, they are vastly underrepresented in gifted and talented programs (Ford, 2013). Most recent data from the Office of Civil Rights Data Collection (2015) for the 2011-2012 school year show that Black, Hispanic, and American Indian/Alaska Native students comprise 8.9%, 16.8%, and 1% of students in gifted and talented programs, respectively, compared with 59.9% of White students who, conversely, are overrepre- sented in gifted education programs. For nearly 80 years, scholars have discussed in great detail the underrepresenta- tion of Black and Hispanic students in gifted education regardless of their income level (see Baldwin, 1987; Ford, 2013; Ford, Whiting, Goings, & Alexander, 2017; Frasier, 1989; Jenkins, 1939). More recently, scholars have begun to discuss educational access and outcomes for students who come from families living in poverty; seldom is this focus on students who are gifted. As a result, little is known about gifted students who live in poverty and even less is known about gifted students of color who come from low-income families (Ford, Grantham, & Whiting, 2008; Stambaugh & Wood, 2015; VanTassel-Baska & Stambaugh, 2007). Without this infor- mation, educators and families are challenged to identify and support this specific student population. Moreover, while scholars have advocated for the representation of gifted stu- dents living in poverty (Grantham, 2003; VanTassel-Baska, Johnson, & Avery, 2002; VanTassel-Baska & Stambaugh, 2007), it is important to take a macro view of the field of gifted education to analyze the ways in which scholars dis- cuss the experiences of gifted students of color who live in 737618GCQ XX X 10.1177/0016986217737618Gifted Child QuarterlyGoings and Ford research-article 2017 1 Loyola University Maryland, Timonium, MD, USA 2 Vanderbilt University, Nashville, TN, USA Corresponding Author: Ramon B. Goings, Department of Education Specialties, School of Education, Loyola University Maryland, Timonium Graduate Center, 26B, 2034 Greenspring Drive, Timonium, MD 21093, USA. Email: rbgoings@loyola.edu Investigating the Intersection of Poverty and Race in Gifted Education Journals: A 15-Year Analysis Ramon B. Goings 1 and Donna Y. Ford 2 Abstract Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of giftedness, poverty, and students of color? (b) How do scholars discuss and theorize about how to recruit and retain gifted students of color who come from families living in poverty? (c) In what ways do scholars discuss the intersection of race and poverty for gifted students of color? Findings indicated that while studies were focused on students of color, there was limited discussion about the impact of race and poverty on the recruitment and retention of gifted students of color who come from families living in poverty. Implications and future research are discussed. Keywords poverty, giftedness, race, students of color, gifted education, content analysis